The Effect Of Imagebility And Cognitive Load On Word Recall Memory

Ability of a person’s mind to recall events varies on the conveyance method which could be word of mouth or images. Studies have shown that images leave a much more permanent memory compared to other forms of instructions. This is termed as imageability which compared to cognitive load, gives higher frequency (Madan, Glaholt, and Caplan, 2010). As has been proved, the cognitive load and imageability play significant roles in affecting the memory of individuals. The level however, varies. This paper is aimed at analyzing the reasons behind the significant disparities between the two variables. It is important to know what factors affect their variance and their relationship to the memory of a person. This is also an analysis of the different types of responses and their variables, such as the cue and free recall. Psychologists have shown that understanding how the human brain works explains why matters that seem to have disappeared from the memory can be revived using signals/cues, thus explaining the cue recall as well (Madan, Glaholt, and Caplan, 2010).

It is worth noting the effects of cognitive load on an individual’s ability to retrieve information. It has been proven beyond reasonable doubt that individual’s memory is highly dependent on cognitive load. Thus, the question of the actual effects of this variable on the response arises. According to Pendry, and Macrae, (1999), “… perceptions of group variability are also assumed to moderate the susceptibility of stereotypes to change or alteration.” With the knowledge of cognitive load being the weight on memory when getting instructions, it is clear that the view of the instructor or general group affect the reception of the information. For clarity and ease in capturing of any valid information, the person responsible must be psychologically ready for the information which is created by the acceptance of the surrounding. Lack of appreciation of the tutor for instance is evidently a large contributor to the findings, which agree with the relationship between cognitive load and memory. With a positive perspective, it is possible to get more positive response when recalled. Further, the unity among possible group members affected the memory of people as per the research (Pendry, and Macrae, 1999). This shows the effects of perception from a different angle in terms of comfort. Comfort is necessary for the acceptance as well. It gives morale to the subject in question which enhances the possibility of remembrance.

Images, just like verbal instruction will leave a message in an individual’s brain. However the ability to recall the information from the memory is different in different people. It is an undisputable argument that the image ability will have a longer lasting effect on a human’s brain. However, the reasoning behind the impact is quite challenging. As discussed earlier, the perception of the person to the associates when receiving the information is a determinant (Pendry, and Macrae, 1999). Nonetheless, the relationship and effects of the item property on the memory depends on the detailed study of the human mind. According to Dewhurst, and Conway, (1994), “Pictures are more likely than words to be recognized on the basis of conscious recollective experience.” The effect of imageability on minds is relatively apparent. Pictures create a visual image of the subject matter in the brain. The observer is able to connect it with the topic and make conclusions without much instruction unless necessary. This individual analysis explains the fester recall that is experienced on picture communication. Cues are also not necessary for recalling with pictures since they act as a cue already. No specific order is needed where a person has to remember a picture/image because of the in depth analysis already present in the person’s mind.

Pendry, and Macrae, (1999) stated/argued that, “…perceptions of variability influence the extent to which people are prepared to generalize from single individuals…” this generally describes the findings that cognitive load influences the response and ability to recall. However, there is a deeper explanation as to why the effect is in existence. Individuals may have different perceptions of through what means they understand better and can easily recall without the aid of a cue. Before any instruction, the memory and the item property communicate where the person singly accepts the method or disapproves of it in his/her mind (Madan, Glaholt, and Caplan, 2010). This explains the effect of the reception. The means used will also affect the findings, thus the response from the subject. Therefore, disapproval of the item property disqualifies any significant chances by a person to recall. Teaching from the known to unknown is known to have much more positive instances where the individuals recall. This is because the brain is involved in less work regarding memorizing compared to how the case would be where the brain is unaware of the information.

Words can also have high or low image ability depending on the matter being described or the practicality of the person giving the description. From one of the experiments, the findings revealed that the higher the imageability of the picture, the higher the chances of its remembrance, where the opposite is also true (Dewhurst, and Conway, 1994). This further explains the relationship between the mind and effects of the item property on the recall ability of the person. Clearly, words that can enable the listener to create an image of the occurring events get a more permanent impact on the brain due to the analytical nature of images. The listener will be able to perceive the message in pictorial terms and recall them more easily where there is need. A situation with word with less ability to create an image, the difficulties observed in cognitive load will be present. Factors such as the perception and familiarity to the tutor or subject matter will determine the outcome. A greater load will be created where the familiarity is on the lower side, thus little recalling of the teaching. Similarly, clues given are necessary to assist in the remembrance of words.

The abilities to recall have been distinguished depending on the necessities that have t be applied for the person to remember. Different studies have shown that humans are forgetful and consistent repetition of issues goes a step forward in making them permanent. This is the case where expectation of a person to recall items in a specific order proves difficult and they are more likely to begin with the last since it is most recent in their mind (Pendry, and Macrae, 1999). It was earlier discussed that words tend to be forgotten quite quickly. This was proven using the free recall and remembrance was not as easy. This also shows the effect that consistency and time frame before reciting have on the memory of a person. In the study of the cue recall, the recitation of the details was, much easier that the first case. The reviewer therefore gets a wider understanding of the recovery of the memory. Some data stored in the memory of a person cannot be retrieved unless with the help of a clue pertaining the same. For instance, a forgotten neighborhood can be recalled by the mention of a single and significant characteristic that relates to it. However, longer periods without the recovery and no clues, can lead to total lapse of that specific information. This happens with the extension of the period, such that the longer the time, the less can be recalled.

From the above discussion, it is quite clear that the relationship between the mind and the item property is different. The item can either be visual or verbal where visual has the upper hand in making the information easy to recall. Despite the effects these variables have on the memory, they interact differently as well. Actually, this helps bring out the discussion on the effects wider since it reviews the role that each plays. Though they are all important, the cognitive load is more elaborate in explaining the concept of forgetfulness and how the memory works. It further shows how the level and ability to call depends more on the perception of the receiver of the information than the actual method used, which is word of mouth in this case. According to Madan, Glaholt, and Caplan, (2010), “…we replicated the finding pf a high correlation between the forward and backward cued recall accuracy…” this is among the most recent studies that showed the significance of the time in memory. Backward memory seemed to be more difficult that the actual way. This is because before the brain gets fond of something, it gets it exactly how it is before it can be internalized to mean different things. This is how the interaction with words is.

The concept is quite different in the case of images and picture. It is worth noticing that the image create din a mind happens to be harder to alter even with different ones introduced. This is mainly because human beings are a more visual than verbal creature. There is no particular sequence in which a picture can be introduced to a persons mind. Contrary to the word of mouth, internalizing an image is done by the recipient which is his/her own description, thus difficult to forget. The intense involvement of the brain in understanding it for the first time can enable a person further the analysis, with or without the picture at sight. Therefore, the interaction of image/picture with memory or ability to recall is different from that of cognition. It is more specific and requires less persistence.

The discussion above is intended to provide an insight of the functionality of the human mind. This is through the ability to recall the occurrences in our lives and the roles played by the different variables. It is also clear that the extent of their effect is different. However, it has also been established beyond reasonable doubt that in both cases, the recipient of the information plays a very significant role in effecting the purpose of the item property. Absence of concentration and need to recall the information will make it harder to recall than where there is anxiety and determination to recall. Refreshing the memory using cues has also been established to be sufficient in recalling of information presumed to be totally discarded.

References:

Dewhurst, S. A., & Conway, M. A. (1994). Pictures, Images, and Recollective Experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(5), 1088-1098.

Madan, C. R., Glaholt, M. G., & Caplan, J. B. (2010). The Influence of Item Properties on Association-Memory. Journal of Memory and Language, 63, 46-63.

Pendry, L. F., & Macrae, C. N. (1999). Cognitive Load and Person Memory: The Role of Perceived Group Variability. European Journal of Social Psychology, 29, 925-942.